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Abstract Previous research has demonstrated that individuals with higher intelligence are more likely to have larger gray matter volume in brain areas predominantly located in parieto-frontal regions. These findings were usually interpreted to mean that individuals with more cortical brain volume possess more neurons and thus exhibit more computational capacity during reasoning. In addition, neuroimaging studies have shown that intelligent individuals, despite their larger brains, tend to exhibit lower rates of brain activity during reasoning. However, the microstructural architecture underlying both observations remains unclear. By combining advanced multi-shell diffusion tensor imaging with a culture-fair matrix-reasoning test, we found that higher intelligence in healthy individuals is related to lower values of dendritic density and arborization. These results suggest that the neuronal circuitry associated with higher intelligence is organized in a sparse and efficient manner, fostering more directed information processing and less cortical activity during reasoning.

The underachievement of gifted students is a serious problem in gifted education. Although analytic research strategies have identified many causes of underachievement, this kind of approach still needs to be complemented by synthetic research strategies. The actiotope model of giftedness, for example, suggests that the effect of educational capital on achievement is mediated by learning capital. In an empirical study with a sample of 143 gifted Spanish secondary school students, educational capital was characterized by various forms of parental involvement aimed at the learning successes of children. Learning capital was represented by two types of learning strategies: metacognitive strategies and elaboration strategies. Following the method developed by Baron and Kenny, the hypothesized mediation of learning capital between educational capital and school achievement was confirmed. (PsycINFO Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Current practices in study design and data analysis have led to low reproducibility and replicability of findings in fields such as psychology, medicine, biology, and economics. Because gifted education research relies on the same underlying statistical and sociological paradigms, it is likely that it too suffers from these problems. This article discusses the origin of the poor replicability and introduces a set of open science practices that can increase the rigor and trustworthiness of gifted education’s scientific findings: preregistration, open data and open materials, registered reports, and preprints. Readers are directed to Internet resources for facilitating open science. To model these practices, a pre peer-review preprint of this article is available at https://psyarxiv.com/nhuv3/. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

The current study aims first, to compare mean performance data of intellectually gifted individuals on the WAIS-IV with a matched comparison group; second, to revalidate the CHC five-factor structure of the WAIS-IV within this special group. 157 Italian Mensa members (125 males) were administered the full battery (i.e., both 10 standard and 5 supplementary subtests). The individuals were aged 18-60 years and had a mean age of 33.97 years (SD = 10.22). Results showed that i) Mensa members’ IQ mean was approximately in the gifted range; moreover, they had the highest performances in visual perceptual reasoning, while they were relatively weak on processing speed; ii) CHC factor structure suggested by Pezzuti et al. (2017) was confirmed; Perceptual Reasoning Index grouped two different broad abilities, i.e. Fluid Reasoning (with Arithmetic loaded on it stronger than on Short Term Memory) and Visual Processing. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalIl presente studio ha avuto due obiettivi: primo, comparare le prestazioni dei soggetti plusdotati alla WAIS-IV con un campione di controllo appaiato per genere, età e livello di istruzione; secondo, rivalidare la struttura CHC a 5 fattori della WAIS-IV all’interno di questa popolazione speciale. Per questo, è stata somministrata l’intera batteria (cioè, i 10 subtest standard e i 5 supplementari) ad un campione di 157 membri del Mensa Italia (125 maschi). Entrambi i gruppi avevano un’età compresa tra 18-60 anni e avevano un’età media di 33.97 anni (DS = 10.22). I risultati hanno mostrato che: i) il QI medio dei membri del Mensa si collocava a ridosso del range dei soggetti plusdotati; inoltre, i soggetti plusdotati avevano prestazioni migliori nei compiti di ragionamento visuopercettivo e una debolezza relativa nella velocità di elaborazione; ii) la struttura fattoriale CHC suggerita da Pezzuti et al. (2018) è stata confermata. L’Indice di Ragionamento visuo-percettivo raggruppava due abilità ampie distinte: Ragionamento Fluido (con Ragionamento aritmetico che mostrava una maggiore saturazione su di esso rispetto all’abilità di Memoria a breve termine) ed Elaborazione Visiva. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Following debate over the use of the WAIS-IV Canadian adult norms that has been suitably addressed, this study examines the normative differences in the WISC-V child and adolescent data in three ways: (a) presenting a comparison of country normative data across subtest and composite scores for demographically matched and unmatched samples, (b) providing a review of Canadian-U.S. standard FSIQ score differences across ability level, and (c) comparing the case detection accuracy of the WISC-V CDN versus U.S. norms for children with intellectual disability and giftedness. Results demonstrate small mean differences overall in the WISC-V norms when comparing the standardization samples in the two countries; however, there are significant observable differences in the sensitivity of the norms in identifying case status. This is vital for accurate identification, and supports the use of Canadian norms in clinical and gifted decision making. These results support the use of Canadian norms when assessing these exceptional children following best clinical assessment practices and testing guidelines. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalÀ la suite du débat concernant l’utilisation des normes adultes canadiennes WAIS-IV, lequel a a été relativement bien adressé, la présente étude examine les écarts normatifs au niveau des données sur les enfants et les adolescents de la WISC-V de trois façons : (a) en présentant une comparaison des données normatives par pays sur un ensemble de scores de sous-tests et composites pour des échantillons appariés et non-appariés sur le plan démographique, (b) en fournissant un examen des écarts de scores FSIQ standard entre le Canada et les É.-U. sur l’ensemble des niveaux de capacités, et (c) en comparant la précision en ce qui a trait à la détection des cas de la WISC-V par rapport aux normes américaines chez les enfants atteints de déficience intellectuelle et de douance. Les résultats montrent de faibles écarts moyens dans l’ensemble au niveau des normes WISC-V lorsque l’on compare les échantillons de normalisation dans les deux pays; or, il existe des différences notables dans la sensibilité des normes en ce qui a trait à l’identification de l’état des cas. Cela s’avère capital pour une identification adéquate et soutient l’utilisation des normes canadiennes pour la prise de décisions cliniques et celles de personnes douées. Ces résultats appuient l’utilisation des normes canadiennes dans l’évaluation de ces enfants exceptionnels conformément aux pratiques d’évaluation clinique exemplaires et aux lignes directrices de mise à l’essai. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Impact statementPublic Significance Statement—Intelligence assessments are used by psychologists in health and education settings every day to assist in the identification of strengths and weaknesses in cognitive abilities, including the identification of giftedness and diagnosis of intellectual disability. It is important that these assessments have representative population norms so that children are accurately diagnosed/identified and can receive appropriate support. This article reviews the need for and importance of distinct Canadian norms when using the Canadian edition of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-VCDN), for making important clinical decisions. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

In this article, we review research on poverty, both poverty rates and the effects of poverty on academic achievement more generally and on the identification and services for low-income gifted children specifically. This review sets the stage for further discussion of the research findings on identification practices including the efficacy of various approaches to increase the identification of gifted students in poverty. We then review research on the effectiveness of programs designed specifically to identify students with potential and support them through talent development services. Finally, we conclude the literature review with recommendations for future research. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

This study investigated the life projects of 40 adolescents with high abilities/giftedness, equally divided by sex and type of giftedness (schoolhouse or creative production). The clinical method proposed by Piaget was used to ask assess the youths’ life projectsand their justifications. Results indicated that 229 projections emphasized ‘academic education’, ‘professional activity’ and ‘loving relationship’. The justifications were mainly of the ‘self-centered’ type, suggesting that most of the projections did not present the moral and ethical perspective, since they marked the individual interests without the moral values. We hope that the results will help psychopedagogical actions that motivate the creation of ethical life projects aimed at building a society based on morality and ethics. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalCette étude a étudié les projets de vie de 40 adolescents avec des signes de haute potentiel/douance, également divisés en sexe et type de douance (scolaire ou créative-productive). Pour ce faire, nous avons demandé, à travers la méthode clinique piagétienne, quels étaient les projets de vie des jeunes et les justifications de chacune des projections. Au total, 229 projets ont été présentés, en mettant l’accent sur la “formation académique”, “l’activité professionnelle” et la “relation affective”. Les justifications étaient, principalement, de type “égocentrique”, suggérant que la majorité des projections ne présentaient pas la perspective morale et éthique, puisqu’elles désignaient des intérêts individuels, dépourvus de valeurs morales. Nous espérons que les résultats aideront les actions psychopédagogiques qui motivent la création de projets de vie éthiques pour la construction d’une société basée sur la morale et l’éthique. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEste estudo investigou os projetos de vida de 40 adolescentes com indícios de altas habilidades/ superdotação, divididos igualmente quanto ao sexo e tipo de superdotação (escolar ou criativo-produtiva). Para tanto, perguntamos, através do método clínico piagetiano, quais eram os projetos de vida dos jovens e as justificativas para cada uma das projeções. Foram apresentados 229 projetos, com ênfase para ‘formação acadêmica’, ‘atividade profissional’, e ‘relacionamento afetivo’. As justificativas foram, principalmente, do tipo ‘autocentrado’, sugerindo que a maioria das projeções não apresentou a perspectiva moral e ética, pois assinalaram os interesses individuais, desprovidos dos valores morais. Esperamos que os resultados auxiliem ações psicopedagógicas que motivem a criação de projetos de vida éticos visando à construção de uma sociedade pautada na moral e na ética. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalEste estudio investigó los proyectos de vida de 40 adolescentes con indicios de altas habilidades/ superdotación, divididos igualmente en cuanto al sexo y tipo de superdotación (escolar o creativo-productiva). Para ello, preguntamos, a través del método clínico piagetiano, cuáles eran los proyectos de vida de los jóvenes y las justificaciones para cada una de las proyecciones. Se presentaron 229 proyectos, con énfasis para ‘formación académica’, ‘actividad profesional’, y ‘relación afectiva’. Las justificaciones fueron, principalmente, del tipo ‘autocentrado’, sugiriendo que la mayoría de las proyecciones no presentó la perspectiva moral y ética, pues señalaron los intereses individuales, desprovistos de los valores morales. Esperamos que los resultados ayuden a las acciones psicopedagógicas que motiven la creación de proyectos de vida éticos para la construcción de una sociedad pautada en la moral y la ética. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

From the genetic side, giftedness in cognitive development is the result of contribution of many common genetic variants of small effect size, so called polygenicity (Spain et al., 2016). From the environmental side, educationalists have argued for the importance of the environment for sustaining early potential in children, showing that bright poor children are held back in their subsequent development (Feinstein, 2003a). Such correlational data need to be complemented by mechanistic models showing how gifted development results from the respective genetic and environmental influences. A neurocomputational model of cognitive development is presented, using artificial neural networks to simulate the development of a population of children. Variability was produced by many small differences in neurocomputational parameters each influenced by multiple artificial genes, instantiating a polygenic model, and by variations in the level of stimulation from the environment. The simulations captured several key empirical phenomena, including the non-linearity of developmental trajectories, asymmetries in the characteristics of the upper and lower tails of the population distribution, and the potential of poor environments to hold back bright children. At a computational level, ‘gifted’ networks tended to have higher capacity, higher plasticity, less noisy neural processing, a lower impact of regressive events, and a richer environment. However, individual instances presented heterogeneous contributions of these neurocomputational factors, suggesting giftedness has diverse causes. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Research abounds on adolescent poverty and on gifted education, but these fields are seldom considered together. This study explores trajectories of aggressive behavior (i.e., weapon carrying) of impoverished, gifted youth. Results indicate that gifted students engage in lower levels of weapon carrying than non-gifted students. Gifted and non-gifted girls’ trajectories are parallel across age. However, weapon carrying among gifted and non-gifted boys does not differ during early and late adolescence, but it does during middle adolescence. These differences can perhaps be explained by examining impulsivity and temperament trajectories by gifted status. Impulsivity for boys and quick-temperedness for girls is lower during early and middle adolescence for gifted students than for non-gifted students, but not during later adolescence. Quick-temperedness for boys and impulsivity for girls does not differ by gifted status during early and late adolescence, but it does during middle adolescence. These findings suggest that some characteristics of giftedness are manifest during early adolescence (perhaps even before enrollment in a gifted program). However, other giftedness characteristics appear only during middle adolescence, after students have enrolled in the gifted program. Implications of these findings for how gifted education programs can impact aggression, and ways to optimally structure these programs, are explored. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

The editorial briefs about the issues of the Journal of Psychology Learning & Teaching. The current issue of PLAT contains four research articles and three reports. In their research article, Gibbs Thomas and Thomas investigated the effects of personalized, tailored feedback given to first and second year college students with below average exam performance. Heyder, Bergold and Steinmayr introduce a test assessing secondary school teachers’ knowledge about intellectual giftedness. How important it is for teachers to have knowledge about giftedness becomes obvious in view of the finding that teachers with higher rates of misconceptions had more negative attitudes toward fostering gifted students. Merced, Stutman and Mann give insight to the typical way of teaching in the US by investigating syllabi of History and Systems Psychology courses. Mallonee, Phillips, Holloway and Riggs compared the effectiveness of two methods preparing behavioral health clinicians to administer evidence-based treatments. Gray Deering reports on an innovative teaching format using literature to teach crisis intervention. Specifically, this author employed novels and autobiographies as case studies to which psychological theories and concepts were applied. Waggoner Denton reports on introducing a reflective learning journal in an introductory statistics course. As is well-known, statistics courses are not among the favorite classes of many students, and are frequently even associated with worry and fear. Butler, Lenore and Nunez report on an innovative learning partnership between undergraduates in an educational psychology course and fifth graders at an elementary school. For learners on each side, this partnership opened a window into a different world with many opportunities to learn. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

In this article, I describe the 21 ideas underlying a 42-year search to understand giftedness. I present the ideas roughly chronologically, in the order in which they arose, and discuss how in a career as in science, progress means supplementing or even superseding one idea with the next. In terms of the 21 ideas, I start with a discussion of how I thought IQ tests could account for giftedness and end with a discussion of the ACCEL (Active Concerned Citizenship and Ethical Leadership) model. But I frame the article in terms of a paradox—that despite the fact that IQs rose 30 points during the 20th century, people often seem to be operating at an intellectual level that is not notably higher and may even be lower in some respects than in previous times. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The purpose of this study was to form a deeper understanding of how high school teachers view giftedness and gifted education. Open-ended surveys and interviews were conducted with high school teachers in a suburban school district with three large high school, and data were analyzed using a grounded theory methodology. Data were collected and analyzed in two phases with two groups of teachers ( n₁ = 7 and n₂ = 13). Text data from both phases were analyzed separately and then validated using constant comparison processes. Initial coding, focused coding, and theoretical coding led to data categories and an emergent theory to explain high school teachers’ perceptions regarding gifted education. Results indicated a need to clarify the perception of giftedness among high school teachers, as well as how effective training of those teachers can be implemented. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Despite one-dimensional stereotypes and barriers experienced by Asian American women, many have achieved prominence. We know very little about these stories, their lives, or what helped them to achieve beyond expectations. Based on the Productive Giftedness Model, the article identifies the common traits and supportive conditions that influence their success. To help illustrate these experiences, the article highlights the lives of 10 notable Asian American women across diverse professions. These women displayed “productive giftedness” as girls; they were accomplished, determined, and skillful early on, which led to excellence, awards, and leadership opportunities. Many also had supportive conditions including the investment of one or more adults. Parents, teachers, and mentors can further enhance these opportunities for Asian American girls. These general principles can be learned and applied to other groups as well. Supporting individual, instructional, and environmental factors can influence learning and achievement for girls in the early and school years. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

Using a two-phase content analysis approach, this study examined how education scholars have discussed the intersection of giftedness, race, and poverty in gifted academic journals from 2000 to 2015. Specifically, the authors explored the following questions: (a) What are the characteristics of studies published that explore the intersection of giftedness, poverty, and students of color? (b) How do scholars discuss and theorize about how to recruit and retain gifted students of color who come from families living in poverty? (c) In what ways do scholars discuss the intersection of race and poverty for gifted students of color? Findings indicated that while studies were focused on students of color, there was limited discussion about the impact of race and poverty on the recruitment and retention of gifted students of color who come from families living in poverty. Implications and future research are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Procedures used for identifying giftedness have been widely discussed in the literature. The present study aimed to investigate the evidence of validity based on the internal structure of a self-report scale to identify characteristics of giftedness. The sample consisted of 276 Elementary and Middle School students, aged between 9 and 12 years, and was 60.0% female. The instrument used was the first version of this scale, which was composed of 44 items related to the topic. Exploratory Factor Analysis was carried out, and the results revealed a two-factor solution, explaining 40.4% of the total variance. The first factor was denominated Socio-emotional Characteristics, and the second factor was denominated Cognitive Characteristics. The results corroborate the data in the scientific literature, which suggest that giftedness is a multidimensional construct that encompasses attributes that go beyond the intellectual scope. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract) Resumen en idioma originalAs diversas formas de identificação das Altas Habilidades/Superdotação têm sido amplamente discutidas na literatura. O presente estudo objetivou investigar as evidências de validade da estrutura interna de uma escala de autorrelato para identificação de características associadas ao tema. A amostra constituiu-se de 276 estudantes de ensino fundamental, com idades entre 9 e 12 anos, sendo 60,0% do sexo feminino. O instrumento respondido foi a primeira versão desta escala composta por 44 afirmações relacionadas ao tema. O procedimento de Análise Fatorial Exploratória apresentou uma solução de dois fatores, os quais explicariam 40,4% da variância total. O primeiro fator foi chamado de Características Socioemocionais e o segundo, Características Cognitivas. Os resultados corroboram a literatura científica, a qual compreende o construto como multidimensional, incluindo atributos que vão além do âmbito intelectual. (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: journal abstract)

[Correction Notice: An Erratum for this article was reported in Vol 40(3) of Roeper Review: A Journal on Gifted Education (see record 2018-38625-011). In the original article, there was an error on page 80, left column, in a sentence beginning on the fourth line of the first paragraph under the heading “OUR TESTS OF SCIENTIFIC REASONING AND REASONING ABOUT TEACHING.” The correct text should read as follows: Instead of measuring general cognitive skills, we focused on the particular cognitive and scientific skills needed by scientists. (The descriptions below also provided the basis for analyses in Sternberg & Sternberg, 2017; Sternberg et al., 2017.) In addition, on page 79, left column, the heading “THEORY UNDERLYING OUR TESTS OF SCIENTIFIC REASONING AND REASONING ABOUT TEACHING” should have included the following footnote: The theory described in this section also has been used in prior analyses (Sternberg, 2017; Sternberg et al., 2017).] Giftedness in science today is largely measured by various kinds of standardized tests—IQ tests, SATs, ACTs, GREs, and so forth. For example, many STEM (science, technology, engineering, math) gifted programs rely at least in part on IQ tests or the SAT for identifying students as gifted. It might be useful to supplement such standard measures with measures that directly measure the skills involved in actual scientific work, such as (a) generating hypotheses, (b) generating experiments, (c) drawing conclusions, (d) reviewing (i.e., analyzing scientific work), (e) editing (i.e., evaluating reviews of scientific work), and (f) evaluating teaching. This article discusses the status of the measurement of scientific giftedness and also describes assessments designed to measure scientific giftedness as well as giftedness in evaluating teaching (an important component of scientific success). (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)

The purpose of this study is to explore how a Florida administrative law judge (ALJ) adjudicated the giftedness of one student who was found ineligible to be enrolled in a gifted education program. Specifically, we explore the discourse in an ALJ’s final order to uncover how an ALJ navigates through conflict and deconstructs the conflicting expert opinions and special education state statute on the definition of giftedness and then constructs giftedness from these sources to arrive at the final decision. Utilizing qualitative discourse analysis, we explore what this construction can tell us about the interpretation of the nature of giftedness and what counts as data. Findings in this case suggest that the ALJ gives more weight to experience and expertise. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

Reports an error in "Direct measurement of scientific giftedness" by Robert J. Sternberg ( Roeper Review: A Journal on Gifted Education, 2018[Apr-Jun], Vol 40[2], 78-85). In the original article, there was an error on page 80, left column, in a sentence beginning on the fourth line of the first paragraph under the heading “OUR TESTS OF SCIENTIFIC REASONING AND REASONING ABOUT TEACHING.” The correct text should read as follows: Instead of measuring general cognitive skills, we focused on the particular cognitive and scientific skills needed by scientists. (The descriptions below also provided the basis for analyses in Sternberg & Sternberg, 2017; Sternberg et al., 2017.) In addition, on page 79, left column, the heading “THEORY UNDERLYING OUR TESTS OF SCIENTIFIC REASONING AND REASONING ABOUT TEACHING” should have included the following footnote: The theory described in this section also has been used in prior analyses (Sternberg, 2017; Sternberg et al., 2017). (The following abstract of the original article appeared in record 2018-16871-004). Giftedness in science today is largely measured by various kinds of standardized tests—IQ tests, SATs, ACTs, GREs, and so forth. For example, many STEM (science, technology, engineering, math) gifted programs rely at least in part on IQ tests or the SAT for identifying students as gifted. It might be useful to supplement such standard measures with measures that directly measure the skills involved in actual scientific work, such as (a) generating hypotheses, (b) generating experiments, (c) drawing conclusions, (d) reviewing (i.e., analyzing scientific work), (e) editing (i.e., evaluating reviews of scientific work), and (f) evaluating teaching. This article discusses the status of the measurement of scientific giftedness and also describes assessments designed to measure scientific giftedness as well as giftedness in evaluating teaching (an important component of scientific success). (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Evidence-based knowledge about intellectual giftedness is important for identifying, counseling, and fostering intellectually gifted students. How much teachers actually know about intellectual giftedness is unclear because previous studies have relied solely on self-reports. This study aimed to: (a) develop a test for the assessment of teachers’ knowledge about intellectual giftedness defined as an intellectual capacity significantly above average, the identification of giftedness, and characteristics of gifted students; and (b) inspect some correlates of teachers’ performance on a knowledge test. The final version of the test comprised 38 items and a true–false–do-not-know response format. Sixty-three German secondary school teachers completed the test. On average, teachers answered 26.8% of the items correctly, 34.7% incorrectly, and 38.1% with “do not know.” The higher teachers’ rate of misconceptions, the more negative was their attitude toward fostering gifted students. Personal contact with the gifted was correlated with subjective knowledge but not with assessed knowledge. The results stress the importance of intellectual giftedness as a psychological topic to be addressed during teacher education. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)